Pedagogic Service Project: Pedagogic Service Project: Enriching the MERLOT Enriching the MERLOT

CollectionCollection

Ellen IversonEllen IversonScience Education Resource Center, Science Education Resource Center,

Carleton CollegeCarleton College

Scott CooperScott Cooper University of Wisconsin-La CrosseUniversity of Wisconsin-La Crosse

OverviewOverview

What is the Pedagogic Service What is the Pedagogic Service Project?Project?

How is MERLOT involved?How is MERLOT involved? How can you get involved?How can you get involved?

Pedagogic Service ProjectPedagogic Service Project

Based on Starting Point: Teaching Entry-Level Based on Starting Point: Teaching Entry-Level Geosciences portal http://serc.carleton.edu/introgeo/Geosciences portal http://serc.carleton.edu/introgeo/

Core set of pedagogic modulesCore set of pedagogic modules Collection of teaching activities and resourcesCollection of teaching activities and resources Integration of pedagogic modules with teaching activitiesIntegration of pedagogic modules with teaching activities Partners create customized versionPartners create customized version

Partners include: MERLOT, ComPADRE, CAUSEweb, ERESE, Partners include: MERLOT, ComPADRE, CAUSEweb, ERESE, eduCommonsStanford Center for Teaching and Learning, Perlman eduCommonsStanford Center for Teaching and Learning, Perlman Center for Teaching and LearningCenter for Teaching and Learning

Goal: Impacting InstructionGoal: Impacting Instruction

PremisePremise Get faculty to the site Get faculty to the site Teach them about pedagogy while they Teach them about pedagogy while they

are there. are there.

How it Works: the Model for How it Works: the Model for GeosciencesGeosciences

Get faculty to the site Get faculty to the site (80% from search engine)(80% from search engine) Site portal: 25% users entering this avenueSite portal: 25% users entering this avenue Search for resources: 30% users search by geoscience Search for resources: 30% users search by geoscience

topictopic Search for pedagogic contentSearch for pedagogic content

Teach them about pedagogy while they are Teach them about pedagogy while they are therethere Embedding teaching activities & resources within Embedding teaching activities & resources within

pedagogic modulespedagogic modules Internal site navigation and faceted search featuresInternal site navigation and faceted search features

Site UseSite Use

Visitors for / introgeo

0

5000

10000

15000

20000

25000

vis

ito

rs Total unique hosts

Repeat visitors

FindingsFindings

Faculty think about teaching in context of topics they teach Faculty think about teaching in context of topics they teach and they love examplesand they love examples Design for topical searchDesign for topical search

They look regularly on line for images and info for lecture, They look regularly on line for images and info for lecture, but rarely for pedagogic informationbut rarely for pedagogic information Link pedagogy to examples full of images/infoLink pedagogy to examples full of images/info

They seek info on pedagogy from their colleaguesThey seek info on pedagogy from their colleagues Faculty authors, faculty voice, word-of-mouth advertisingFaculty authors, faculty voice, word-of-mouth advertising

MERLOT/SERC PartnershipMERLOT/SERC Partnership

MERLOT contains links to thousands of MERLOT contains links to thousands of educational websites, many with peer educational websites, many with peer reviews and assignments.reviews and assignments.

SERC brings a significant collection of SERC brings a significant collection of geoscience content with a well defined geoscience content with a well defined pedagogic format, focusing on the use of pedagogic format, focusing on the use of individual activities in the classroom. individual activities in the classroom.

Partnering MERLOT and SERC builds on Partnering MERLOT and SERC builds on the strengths of both programs.the strengths of both programs.

Linking MERLOT and SERCLinking MERLOT and SERC

Targeted portal development services: Targeted portal development services: Year 1: MERLOT Biology CommunityYear 1: MERLOT Biology Community Year 2: MERLOT Math CommunityYear 2: MERLOT Math Community Year 3: TBA Year 3: TBA

Activities to bridge MERLOT resources with Activities to bridge MERLOT resources with SERC’s pedagogic modulesSERC’s pedagogic modules

http://serc.carleton.edu/sp/merlot/http://serc.carleton.edu/sp/merlot/

MERLOT members involvedMERLOT members involved

MERLOT Editorial Board members MERLOT Editorial Board members contributing to initial activity collectioncontributing to initial activity collection Scott Cooper-Biology EditorScott Cooper-Biology Editor Jeff Bell-Biology EditorJeff Bell-Biology Editor Jim Rutledge-Math EditorJim Rutledge-Math Editor

Project ManagementProject Management SERC-Bill BruihlerSERC-Bill Bruihler Cathy Swift-Editorial Board ChairCathy Swift-Editorial Board Chair

How can you get involved?How can you get involved?

Contribute your great teaching activitiesContribute your great teaching activities Opportunity to submit at MIC sessionOpportunity to submit at MIC session Content Management System ease of useContent Management System ease of use http://serc.carleton.edu/sp/submit_activity.htmlhttp://serc.carleton.edu/sp/submit_activity.html

Recommend colleagues with possible Recommend colleagues with possible contributionscontributions

Become a peer-reviewerBecome a peer-reviewer Explore the collectionExplore the collection

Acknowledgement: Acknowledgement:

This project is supported by the National This project is supported by the National Science Foundation as part of the National Science Foundation as part of the National Science Digital Library through award Science Digital Library through award 0532768. Any opinions, findings, and 0532768. Any opinions, findings, and conclusions or recommendations expressed conclusions or recommendations expressed in this material are those of the author(s) in this material are those of the author(s) and do not necessarily reflect the views of and do not necessarily reflect the views of the National Science Foundation.the National Science Foundation.

Overcoming BarriersOvercoming Barriers

ContributorsContributors Content Management SystemContent Management System

Ease of useEase of use Templates reflect best practices in research on learningTemplates reflect best practices in research on learning

Project partners (such as MERLOT)Project partners (such as MERLOT) Peer reviewsPeer reviews

UsersUsers Findable from GoogleFindable from Google Community-built vocabulary to enable browsingCommunity-built vocabulary to enable browsing Enable “re-finding” informationEnable “re-finding” information Lead them to pedagogyLead them to pedagogy

How would they learn about teaching How would they learn about teaching methods while they were there?methods while they were there?

Faculty think about pedagogy in the context Faculty think about pedagogy in the context of the specific topics they teachof the specific topics they teach Impact on content vs methods cannot be Impact on content vs methods cannot be

disentangled disentangled Strong interest in topical examplesStrong interest in topical examples

Link Pedagogy to ExamplesLink Pedagogy to Examples

Faculty learn about teaching from one anotherFaculty learn about teaching from one another

Content

Methods

Majors

Intro

(Cutting Edge Survey)

Use Faculty Authors, Voice, ReferralsUse Faculty Authors, Voice, Referrals

What?What? Think-pair-Think-pair-

shareshare ConcepTestsConcepTests Longer Longer

ActivitiesActivities

From Example to Method From Example to Method

From Method to ExampleFrom Method to Example

207 visitors entered the site via thetop page of Socratic Questioning:

23% visitedHow to UseSocratic Questioning:

Visited various otherpages onthe site.

/introgeo/socratic/index.html

fourth.html

45%

5% continued onto an example of Guiding Socratic Questioning:

guiding.html

11%

2% continued onto the list of all SocraticQuestioning Exercises:

Exitedthe site.

32%

7%

sixth.html

(29% of the original207 visitors visited 5 or more pages.)

Use of WebsitesUse of Websites

Starting Point39% Faculty

Cutting Edge50% Faculty

Pop up survey-2005

Faculty BarriersFaculty Barriers

Contribution Barriers – Sharing Teaching ActivitiesContribution Barriers – Sharing Teaching Activities Faculty with own website but no mechanism for Faculty with own website but no mechanism for

enhancing useenhancing use Faculty with no website or time to publish activitiesFaculty with no website or time to publish activities

Use BarriersUse Barriers Limitations of GoogleLimitations of Google ““Good enough”- satisficing behaviorGood enough”- satisficing behavior Importance of vetting (colleague or known entity)Importance of vetting (colleague or known entity)

* McMartin, 2006; Zach, 2004* McMartin, 2006; Zach, 2004